Daykin, Debra Elizabeth

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

The childminder has strong bonds with children who feel safe and happy in her care. She provides a fun, home-from-home learning environment where children's confidence can bloom. The childminder helps children learn about expectations and routines. Children help to set the table and know to wash their hands before meals, for example. Children are independent learners who are happy to lead their own play. They also happily join activities planned by the childminder which support a broad and balanced curriculum. Children behave well and display positive attitudes towards their play and learning. The childminder supports children well as they approach their move on to school. Children make good progress towards the next stages of their education.

p.2

The provision is good

The childminder enhances children's experiences with outings and visits to local outdoor spaces. She promotes children's growing confidence and social skills as they mix with others at toddler groups. Their language and literacy skills are supported during regular story sessions at the library. Children enjoy building dens and exploring nature at local parks. The childminder supports children's physical skills and overall well-being as they play in the enticing garden area daily. Children also have frequent opportunities to run, climb and play in nearby open spaces. Children enjoy being and learning outdoors.

p.2

need to do better?

n The childminder's extensive experience helps her plan enticing activities based around children's interests. For instance, children enthusiastically fill and empty containers to create mud and sand homes for their dinosaurs. The childminder extends children's learning, sparking new interests. For instance, children have been putting out food for squirrels in the childminder's garden as they learn more about nature and wildlife. This helps to build on what children know and can do. n The childminder identifies emerging gaps in children's learning through regular monitoring and assessment of their progress. She shares her assessments with parents who she works with closely. The childminder's focus for children's individual learning, however, while supporting their general progress, is not consistently targeted to close these gaps as swiftly as possible to help children make the best progress they can.

p.2

need to do better?

n The childminder works closely with other agencies to support children with special educational needs and/or disabilities. For instance, she invites other professionals to her home to assess children's needs. She works closely with parents to support them as they work with external agencies. The childminder helps all children to make progress from their individual starting points. n Relationships with parents and families are strong and supportive. Families place

p.2

need to do better?

23 April 2025 new generations of their family in the childminder's care. Parents comment that they appreciate the childminder's advice and patience. She communicates well with parents, ensuring that they are involved in their children's learning. She offers ideas for home learning promoting consistency in children's care and learning. n The childminder helps children to gain the skills they will need as they move on to school. Children learn to manage their own self-care needs and to follow instructions and routines well, for instance. Children join the childminder to collect their older friends from school. This helps children to become familiar with the school environment and supports their smooth onward transitions. n Children learn about healthy eating as they enjoy home-cooked meals and healthy snacks. They discuss the fruits and vegetables they eat and know to drink throughout the day to keep their bodies healthy. Children learn about

p.2

need to do better?

hygiene routines and why these are important. They begin to form healthy habits for life. n The childminder plans actives to help children learn more about national heritage such as Saint George's and Saint Patrick's day. Children are also involved in fundraising for causes such as Children in Need. They discuss how they are each unique and begin to learn about the wider world and life in modern Britain. n The childminder sources training to enhance her knowledge and practice. For instance, she completes online modules in addition to mandatory training. However, her professional development is not always well focused on the areas which will benefit children the most.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n plan for children's individual next steps with more focus to support the implementation of the curriculum in the areas that children need to develop the most n target professional development opportunities more incisively to enhance the quality of teaching and education in the areas which are of most benefit to children.

p.3

Setting details

Unique reference number 308518 Local authority Blackpool Inspection number 10376561 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 31 May 2019

p.4

Information about this early years setting

The childminder registered in 1997 and lives in Thornton-Cleveleys, Lancashire. She operates all year round from 8am to 5pm, Monday to Friday, except for family holidays. The childminder holds a relevant qualification at level 2. She offers government funded places for childcare and early education.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable along with how they determine their early years curriculum and what they want children to learn. n The inspector observed the interactions between the childminder and children. n The inspector communicated with children during the inspection. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the provision with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

23 April 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

Inspection activities

23 April 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6